Instructional Software

Lesson Idea Name: Effects of Pollution

Content Area: Science

Grade Level(s): 3rd

Content Standard Addressed: S3L2. Students will know the effects of pollution (air, land, and water) for
humans and the environment.

Selected Technology Tool: BrainPOP

URL(s) to support the lesson (if applicable and goes directly to the lesson):
https://www.brainpop.com/science/ourfragileenvironment/humansandtheenvironment/

Type of Instructional Software:

☐ Drill and Practice X Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

X Assessment Monitoring/Reporting

☐ Allows teacher to create customized lessons for students

X Multi-user or collaborative functions with others in the class

☐ Multi-user or collaborative with others outside the class

X Accessible to students beyond the school day

X Accessible via mobile devices

X Multiple languages

X Safety, security and/or privacy features

Bloom’s Digital Taxonomy Level(s):

X Remembering X Understanding X Applying ☐ Analyzing ☐ Evaluating ☐ Creating

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Levels of Technology Integration

X Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.

☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Universal Design for Learning (UDL): In this lesson, BrainPOP will support all students because it uses UDL
principles. It provides multiple means of representation because it shows a video of the topic, transcript of
what it says, and can be viewed in the language needed. The video is a visual for the student who needs it.
There is also a transcript of what the video is saying. This would be for the student who needs to read it.
BrainPOP is available in multiple languages. Depending on the home language of the student, I could have the
video in their language. Multiple means of action and expression is also present. After the video is done, the
students will take a quiz. They will also use the make-a-movie option. They will be able to show what they
know through a quiz and a self-made video. Multiple means of engagement is also present. The students will
collaborate with their peers to make a video of themselves talking about what they learned. The activity and
technology used for this plan supports and enhances the learning experience of the students. The students
are exposed to BrainPOP and work within the software. They also collaborate and show what they know in
multiple ways.

Lesson idea implementation: The teacher will begin by introducing the standard. Then, we will deconstruct
what the standard means. I will begin to ask, “what do we do that causes pollution in the air, water, and
land?” As they come up with ideas, it will be written down. Then I will ask, “what do you think the effects are
for humans and the environment?” I will continue to write it down. Next, we will watch the BrainPOP video. I
will hand out the transcript for any student who would like to follow along. After the video, we will have a
group discussion about it. After the matter, I will present pictures of different items that cause pollution. We
will discuss how they think it affects us and the environment. Then, we will take the quiz provided by
BrainPOP. After the quiz, they will work within the software by utilizing make-a-movie component. They will
collaborate with a partner and make a video about what they learned.

Throughout the activity, the teacher will be the facilitator of the class discussions. I will guide them through
the process of how to take the quiz on BrainPOP and how to use the make-a-movie. The students will be
engaged for the entire activity. This will take about 45 minutes to an hour to complete the lesson. The final
product of the quiz and video will be used to inform the teacher and differentiate learning. The results will
inform me what students need more instructional time on. It will also let me know if I need to teach this topic
in a different way. To provide feedback, I would meet with each group and comment/discuss their video. The
next time I teach this topic, I could differentiate by doing a more hands on activity. If the students are ready, I
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could extend student learning to a higher level. For example, since the standard covers the effects of
pollution, I would ask the students what they think the cause is. I would tie in the cause-and-effect idea as an
extension. To conclude the lesson, we will come back as a group and discuss their likes, wishes, wonderings.
They will be able to share their video if they want to.

Reflective Practice: I think this activity could impact student learning in many ways. This is a real-world
problem. It could influence the students to help clean the environment, as well as teach them the effects of
pollution on our bodies and the world. It will also show them how to use the components that BrainPOP
offers. They will navigate and work with the software to make a video with a partner. There are other
technology tools that could further this project. A technology tool such as Google Docs. Students could use
Google Docs to share their ideas and pictures of the effects of pollution. This is a great tool for virtual
interaction.

TFrazier, 2021